Reflection: Diverse Entry Points Limiting Your Options - Section 1: Set the Stage


This student's graph  clearly shows a lower than expected level of competence.  The most noticeable gap is seen by the complete lack of labels or scale.  Additionally lower constraints are not marked yet seem to be assumed by the shading. 

This sort of work is best discussed directly with students rather than feeding them corrections, so I asked this student about what x and y represented and what scale he was using.  While puzzled at first, as though I was asking a trick question, he eventually responded that x represented the small cups and y the large ones.  I suggested that it would help to have those labeled on the axes and also that it's common to include a scale with a graph, or at least to label a few points so the scale is indicated.  His response what that he didn't like to add all the "extra stuff" to graphs because it took too long and looked messy.  After further discussion I persuaded him to label this and future graphs (at least in my class) by explaining that his graph is just another way of communicating information and if he leaves off labels its like getting a map without cities or distances, - nice to look at but pretty useless. 

I chose to share this student conferencing conversation as it reminds me that students at times comply with our directions/requests without understanding the why and the mathematics involved.

  Diverse Entry Points: Graphing
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Limiting Your Options

Unit 5: Creating Algebraically
Lesson 6 of 10

Objective: SWBAT use systems of linear inequalities to find maximum and minimum solutions.

Big Idea: What's the best price to set for that cup of fresh lemonade? Take your lemonade stand to the next level with systems of equations and inequalities.

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lemonade stand
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